About BEAM
Bridge to Enter Advanced Mathematics (BEAM) creates pathways for students from low-income, low-access backgrounds to become scientists, mathematicians, engineers, and computer scientists.
We provide BEAM students the same access to high-quality preparation in STEM as their more affluent peers, and we invest deeply in our students' success, with programming from middle school through college graduation focused on joyous, exciting, and rigorous mathematics, building vibrant communities, and supporting students in key life transitions such as college admissions and financial aid.
BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 450+ students at six summer program sites and 600+ students in year-round programming in New York City and Los Angeles this school year. In addition, our BEAM National pilot program now reaches around 1000 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work. We've seen our students' successes first-hand, and it's backed by data: a quasi-experimental study found that students who attended our 7th grade summer program were 1.3X as likely to declare a STEM major as a matched comparison group.
About the role
We are looking for passionate educators who excel at creating academic experiences where students are at the center of “doing the learning”—exploring patterns on the board, debating strategies, and justifying their reasoning to peers. Our ideal candidate has a love for understanding the “why” behind BEAM’s enrichment topics (such as mathematics, programming, and data science) and enjoys guiding students through inquiry and productive struggle toward understanding of the subject.
What our classrooms look like
Our classrooms are student-centered, lively, and discussion-rich. Students explore patterns, debate conjectures, justify their reasoning, and collaborate on open-ended problems. Teachers guide thinking through purposeful questions, models, and structures that promote productive struggle. Teachers also step in when direct instruction is best called for to move the class forward. We affirm students’ strengths and identities and help them grow as confident, capable problem solvers.
What you will teach at BEAM
BEAM’s enrichment classes allow 8th-11th grade BEAM students to dig deeply into a mathematical topic that they won’t see in school (or where they wouldn’t get time to explore at the same level of depth). They are called “Math Enrichment” to emphasize that these classes are not designed to supplement the math classes students are in, but rather to enrich students’ educational experience and to prepare them for STEM college courses and STEM careers.
When applying, instructors are welcome to express interest in one or more of the following roles; exact assignments will be made by BEAM.
We hire instructors to teach the following experiences:
Middle School (8th)
Deepening Problem Solving & Reasoning: This course will help students to explore topics in discrete mathematics (such as number theory, combinatorics, graph theory, and set theory) to guide deeper reasoning. Expanding on students’ prior experience with BEAM, this course teaches problem solving and reasoning, with a focus on the role of proof in mathematical reasoning. Programming: This computer science course teaches programming in Python, providing computational thinking and programming skills, with a special focus on data processing to support success in future BEAM majors.
Instructors who teach 8th-grade courses would teach the same content each semester (e.g., programming in the fall to half of our 8th graders and then programming again in the spring to the other half of our students). All instructors who teach one of the 8th-grade courses (2 hours/week) will also teach one of our weekly skill-building workshops (1 hour/week) in addition to their assigned course.
High School (9th-11th) Majors
Starting in 9th grade, students declare a “major” at BEAM that culminates in a capstone project representing a significant piece of work in the field. At this time, the majors we offer are listed below, and we seek instructors to teach the courses for those majors (not to lead the capstone).
- Deep Thinking in Mathematics: This major explores deeper problem-solving and reasoning through the lens of abstract mathematics, providing skills that can transfer to any future STEM pathway. Key topics include number theory, linear algebra, and abstract algebra, with capstone projects ranging from mathematical research to exploring the mathematical underpinnings of AI.
Mathematical Biology (topics may include Epidemiology, Ecology, Evolutionary Biology, or Cognitive Science): This major focuses on mathematical modeling that will support student success in many future STEM careers. Students will learn how key ideas in biology can be explored and predicted through mathematics, such as disease spread, genetics, and more. Capstone projects may involve work such as analyzing real-world data and its fit with existing models, or taking a published model of disease spread and implementing a simulation to explore how it changes as input parameters change. - Risks, Decisions, and Money: This major develops skills in making quantitatively-driven decisions and learning how to analyze multiple factors and trade-offs. Key topics include probability and game theory, as well as using mathematics to better understand the world. Capstone projects include applications to finance, evaluating research in social science, or game theory simulations such as iterated Prisoner's Dilemma.
Instructors hired for a given major would spend the fall teaching a “Try it Out” course where high school students try out experiences for the major in support of them deciding which major to focus on. Then, in the spring, instructors will teach the intro course to that major to all students who have selected the major.
Key Responsibilities
- Prep for teaching:
- Participate in BEAM training (6 hours).
- Review coursework designed by BEAM; prepare lesson plans for your current roster (6 hours/week, 8 weeks).
- Teach an engaging course based upon your topic area (3 hours/week, 8 weeks): Facilitate mathematical enrichment for a group of 15-24 middle or high school students.
- Help build a supportive community (ongoing!): Foster positive relationships with students, teaching assistants (TAs), and BEAM staff in support of student learning, engagement, and love of math/STEM.
- Evaluation and Feedback (~1 hour/student throughout the semester): Faculty provide students with ongoing formative feedback throughout the program, including formal feedback on two in-class assessments (typically around weeks 4 and 6) and a written growth report at the end of each semester. Faculty also support the administration of surveys and evaluations from our Research & Evaluations department.
Support rollout and revision of BEAM 8th grade and high school curriculum (1 hour/week, 9 weeks plus 3-hour wrap-up meeting): Faculty will meet weekly with the Curriculum Development team to provide feedback on lessons, activities, and implementation.
- Support overall program design and growth through periodic stepbacks (3 hours): Participate with BEAM’s overall staff team in reflection on the program beyond the curriculum.
- Staff additional BEAM program events: As your availability permits, participate in non-class special events days (see calendar below) and/or run a section of group advisory.
Required Qualifications:
- Classroom Experience: At least 3 years as a primary instructor in schools, enrichment programs, colleges, math circles, or similar settings.
- Demonstrated Content Knowledge: Experience with the topics covered in one or more of the courses listed above. Readiness to teach the concepts to students.
- Deep Mathematical Problem Solving Skills: Demonstrated experience with proofs, problem solving, and logical reasoning (for math courses) or logical reasoning in the context of computer science (for programming courses), especially at the college level.
- Excitement about mathematics: Genuine interest in and excitement for mathematics. Able to share your joy with students.
- Commitment to Student-Centered Teaching: Learners take the lead, exploring, questioning, and justifying their reasoning. You understand that productive struggle, collaboration, and inquiry are at the heart of building confident problem-solvers.
- Commitment to Equity and Inclusion: You believe that all students deserve the chance to feel successful, and you create a classroom environment where they all have success. You create an inclusive classroom where all students feel valued and capable.
- Commitment to Motivating Students: You support students through productive struggle and find ways to make sure all students persist. You know when to push students to do more (those who are bored or coasting) and when to let students take a breather (those who are at capacity already).
- Commitment to Teaching toward “Why”: The inclination to move students toward why something works, why something is true, and why learning is a good use of their time.
- Growth Mindset: A reflective teaching practice and openness to feedback, with the ability to thoughtfully implement feedback as an opportunity to enhance your practice.
- Effective Communication: The ability to connect with students, colleagues, and the broader community in ways that foster understanding, collaboration, and support.
Preferred Qualifications:
- BEAM Classroom Experience: Prior experience teaching enrichment courses at any BEAM program or other enrichment courses (math outside the K-12 curriculum).
- Expanded Content Knowledge: Experience with multiple courses offered at BEAM.
- Developmentally Appropriate Pedagogy: Demonstrated ability to open the doors to college-level problem solving for younger students, either in middle school or in high school.
Why You’ll Love Working Here…
- Small classes with 8-16 students that are driven, motivated, and interested in math!
- The ability to implement and provide feedback on novel curriculum in advanced math enrichment
- Participate in community events and programming that foster student’s access to STEM experiences.
Hiring process:
- Initial application.
- First Round Interview
- Project
- Final Interview
- Reference checks & offer!
Details:
- Salary: $50 per hour
- Location: Central Los Angeles, specific location TBD
- Timing: The day runs 9:00am - 2:00pm, with breaks provided. Instructors are scheduled for 3 hours of teaching time during that program day and are welcome to take on more scheduled hours (such as running advisory groups).
- Fall 2026 Saturday Program Schedule:
Tuesday, September 15
Start Date; training session
Saturday, September 26
Enrichment Courses
Saturday, October 3
Enrichment Courses
Saturday, October 10
STEM Access Day*
Saturday, October 17
Enrichment Courses
Saturday, October 31
Enrichment Courses
Saturday, November 7
Enrichment Courses
Saturday, November 14
STEM Access Day*
Saturday, November 21
Enrichment Courses
Saturday, December 5
Enrichment Courses
Saturday, December 12
Enrichment Courses
*The schedule for STEM Access Days will be different. Instructors who choose to work these days will get more detailed information before they commit.
Please note: BEAM hires instructors one semester at a time, as we know your availability may change. We recognize that experience with our programs and established connections with our students contribute positively to the delivery of course materials and overall student experience. To support the long-term success of the program, we hope to retain strong instructors across multiple semesters/terms. Instructors with strong performance evaluations in the current semester may receive an offer to return for the following semester, subject to exact course offerings.
COMMITMENT TO DIVERSITY, EQUITY AND INCLUSION
Beyond a commitment to nondiscrimination, we are committed to fostering a supportive and inclusive environment where everyone can thrive.
EQUAL EMPLOYMENT OPPORTUNITY
BEAM is an equal opportunity employer and does not unlawfully discriminate against employees or applicants for employment on the basis of an individual’s race (including traits historically associated with race (including, but not limited to, hair texture and protected hairstyles, such as braids, locks and twists), ethnicity, religion (including clothing or facial hair worn in accordance with the religious tenets), color, sex, pregnancy, childbirth and related medical conditions, breastfeeding, gender (including actual or perceived sex, gender identity, and gender expression including a person’s actual or perceived gender-related self-image, appearance, behavior, expression, or other gender-related characteristic, regardless of the sex assigned to that person at birth), sexual orientation, sexual and reproductive health decisions, national origin, immigration or citizenship status, status as a veteran, active military service member, or uniform service member, marital or partnership status, familial status, caregiver status, age (18 or older), predisposing genetic characteristics, disability, creed, status as a victim of domestic violence, sexual violence or stalking, unemployment status, salary history, credit history, an individual’s status as having a known relationship or association with a member or members of a protected category, or any other protected status in accordance with all applicable federal, state, and local laws. This policy applies to all terms, conditions, and privileges of employment, including recruitment, hiring, placement, compensation, promotion, discipline, and termination.
All personnel decisions will be made in accordance with the principles of equal employment opportunity and subject only to valid (job-related) requirements for employment, benefits, or promotional opportunities.